ABSTRACT
The study examined how information and communication technology leadership skills relate to managerial effectiveness of heads of department in public universities in South South, Nigeria. To guide the study, seven objectives, seven research questions were raised and seven null hypotheses were formulated. The study adopted correlational research design. The population of the study comprised 14770 person consisting of 766 heads of department and 14004 lecturers. Multistage sampling procedure, involving proportionate stratified sampling and simple random sampling was used in selecting 373 heads of department and 727 lecturers as sample of the study. The study made use of questionnaire as research instrument. Information and Communication Technology Leadership Skills Questionnaire (ICTLSQ) and Managerial Effectiveness of Heads of Department Questionnaire (MEHODQ) were developed by the researcher and used to obtain data for the study. The instruments were subjected to face validity by the research validates in College of Education Michael Okpara University of Agriculture, Umudike and used to obtain data for the study. To determine the reliability of the instruments, the researcher selected 20 lecturers from Michael Okpara University of Agriculture, Umudike who were not part of the study population to respond to items on Information Communication Technology Leadership Skills Questionnaire (ICTLSQ) and Managerial Effectiveness of Heads of Department Questionnaire (MEHODQ). The data were analyzed using Cronbach Alpha Statistics and average reliability coefficient of 0.82 (ICTLSQ) and 0.94 (MEHODQ) were obtained. The instruments were administered and the data obtained were analyzed using Pearson Product Moment Correlation for answering research questions and testing the hypotheses. The study revealed that digital communication, digital public relation, digital branding, digital computing, digital technology, multimedia and digital innovation skills significantly relate to managerial effectiveness of heads of department in public universities. It was concluded that Information and Communication Technology Leadership Skill relate positively with Managerial Effectiveness of Heads of Department in public universities, South South, Nigeria. Based on the findings of the study, it is recommended among others that the universities should provide a supportive and enabling environment that will help heads of department develop digital communication to enhance their managerial effectiveness.
TABLE OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgments v
List of Figure vi
List of Tables vii
Abstract viii
CHAPTER 1:
INTRODUCTION 1
1.1 Background to the
Study 1
1.2 Statement of the
Problem 11
1.3 Purpose of the
Study 12
1.4 Research Questions 13
1.5 Hypotheses 14
1.6 Significance of the
Study 15
1.7 Scope of the Study 17
CHAPTER 2: REVIEW
OF RELATED LITERATURE 18
2.1 Conceptual
Framework 18
2.1.1 Leadership 18
2.1.2 Heads of Departments
(HODs) 21
2.1.3 Managerial
effectiveness 26
2.1.4 Information and
communication technology leadership skills 29
2.1.5 Digital
communication skills 35
2.1.6 Digital public
relation skills 41
2.1.7 Digital branding
skills 47
2.1.8 Digital computing
skills 50
2.1.9 Content (Multimedia)
skills 54
2.1.10 Digital technology
skills 58
2.1.11 Digital innovation
skills 64
2.1.12 Universities
education 67
2.2 Theoretical
Framework 68
2.2.1 The Path-goal theory
of leadership effectiveness by House (1971) 69
2.2.2 Diffusion of
innovation theory (DIT) by Everret Rogers (2003) 72
2.2.3 Conversation theory
by Pask (1976) 75
2.3 Empirical Studies 76
2.4 Summary of Review
Related Literature 90
CHAPTER 3:
METHODOLOGY 92
3.1 Design of the Study 92
3.2 Area of the Study 92
3.3 Population of the
Study 95
3.4 Sample and Sampling
Techniques 96
3.5 Instrument for Data
Collection 97
3.6 Validation of the Instrument 98
3.7 Reliability of the
Instrument 98
3.8 Method of Data
Collection 98
3.9 Method of Data
Analysis
99
CHAPTER 4: RESULTS AND
DISCUSSION 101
4.1 Result Presentation 101
4.2 Major Findings of the Study 115
4.3 Discussion of
Findings of the Study 117
4.3.1 Digital communication skills and managerial effectiveness of
heads of
department 117
4.3.2 Digital public relation skill and managerial effectiveness of
heads of
department
120
4.3.3 Digital branding skills and managerial effectiveness of heads of
department. 122
4.3.4 Digital computing skills and managerial effectiveness of heads of
department 124
4.3.5 Digital technology skills and managerial effectiveness of heads
of
Department 126
4.3.6 Multimedia content skills and managerial effectiveness of heads
of
Department 129
4.3.7 Digital innovation skills and managerial effectiveness of heads
of
department
131
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 134
5.1 Summary of the Study 134
5.2 Conclusion 137
5.3 Recommendations 137
5.4 Educational Implications of the Study 138
5.5. Limitation of the Study 139
5.6 Suggestions for Further Study 140
References 141
Appendices 151
LIST OF FIGURES
2.1: The
Relationship between Information and Communication
Technology Leadership Skills and Managerial Effectiveness 35
2.2: Model of the Path-Goal Theory by
House (1971) in
Peretomode (1995) 71
LIST OF TABLES
4.1: Result
of Pearson Product Moment Correlation for Relationship
Between Digital Communication Skills and Managerial
Effectiveness of Heads of Department. 101
4.2: Result
for Analysis of Pearson Product Moment
Correlation for Relationship Between Digital Communication
Skills and Managerial Effectiveness of Department. 102
4.3: Result
of Pearson Product Moment Correlation for Relationship
Between Digital Public Relation Skills and
Managerial
Effectiveness of Heads of Department. 103
4.4: Result
for Analysis of Pearson Product Moment Correlation for
Relationship Between Digital Public Relation Skills and
Managerial Effectiveness. 104
4.5: Result
of Pearson Product Moment Correlation for Relationship
Between Digital Branding Skill and Managerial
Effectiveness of Head of Department 105
4.6: Result
for Analysis of Pearson Product Moment Correlation for
Relationship Between Digital Branding Skills
and
Managerial Effectiveness 106
4.7: Result
of Pearson Product Moment Correlation for Relationship
Between Digital Computing Skills and Managerial
Effectiveness of Heads
of Department. 107
4.8: Result
for Analysis of Pearson Product Moment Correlation for
Relationship Between Digital Computing Skills
and
Managerial Effectiveness of Heads of Department. 108
4.9: Result
of Pearson Product Moment Correlation for Relationship
Between Multimedia (Content) Skill and
Managerial
Effectiveness of Heads
of Department 109
4.10: Result
for Analysis of Pearson Product Moment Correlation for
Relationship Between Multimedia Skills and
Managerial
Effectiveness of Heads of
Department. 110
4.11: Result
of Pearson Product Moment Correlation for Relationship
Between Digital Technology and Managerial Effectiveness of Heads of
Department. 111
4.12: Result
for Analysis of Pearson Product Moment Correlation for
Relationship Between Digital Technology Skills
and
Managerial Effectiveness
of Heads of Department. 112
4.13:
Result of Pearson Product Moment Correlation for Relationship
Between Digital Innovation Skills and
Managerial
Effectiveness of Heads of
Department. 113
4.14: Result
for Analysis of Pearson Product Moment Correlation for
Relationship Between Digital Innovation Skills
and Managerial
Effectiveness of Heads of Department. 114
CHAPTER I
INTRODUCTION
1.1 BACKGROUND TO THE
STUDY
The
university is the zenith of an educational system where high level manpower is
trained for socio-economic and political growth of the nation. The training of
teachers, civil servants, engineers, entrepreneurs, scientists, and myriads of
other personnel for every market economy is ensured by tertiary education
(World Bank, 2012).
In
Nigeria, the demand for education in recent years has been very high because
the certificates gained at the expiration of school years give citizens access
to the world of work. As a developing nation, Nigeria has taken cognizance of
this as well as the importance of education as a whole by establishing and
structuring schools for the achievement of stated educational goals and
objectives. The Federal Republic of Nigeria (2013) which describes education as
an instrument “per excellence” for effecting national development found it desirable to spell out the philosophy and
objectives upon which Nigeria education are built. Therefore, the national
goals of Nigerian education are to:
a)
contribute to national
development through high level relevant manpower training;
b)
develop, and inculcate
proper values for the survival of individual and society;
c)
develop intellectual
capacity of individuals to understand and appreciate their local and external environments;
d)
acquire both physical and
intellectual skills that will enable individuals to be self-reliant and useful
members of the society;
e)
promote and encourage
scholarship and community service;
f)
forge and cement national
unity; and
g)
promote national and
international understanding and interaction (p.50-
51)
In
order to achieve these laudable goals in tandem with universal best practices,
effective leadership/management must be put in place especially at the
departmental level since they are the unit base in determining the educational
success of the university. The heads of departments have the responsibility of
seeing to the smooth running of the department. The extent to which they
succeed in carrying out their legitimate responsibility depends on several
factors and one of them has to do with information and communication technology
leadership skills. Information and communication technology (ICT) according to
Adomi and Kpangban (2010) can be defined as a diverse set of electronic
technologies and technological tools and resources used to communicate, create,
disseminate, store and manage information. It is the handling and processing of
information by devices such as computers, cameras, telephones and so on.
Information
and communication technology is a critical tool in preparing educational
managers with skills for the global workplace. Information and communication
technology makes educational managers to access knowledge easily. It is seen as
an engine for growth and tool for empowerment, with profound implication for
education, change and socio-economic development. The impact of ICT on learning
is the vision that it enables learning anywhere, anytime and anyhow. With ICT,
knowledge is not constrained by geographical proximity. It offers more
possibilities for sharing, archiving and retrieving knowledge. The widespread
use of ICT generates a need for new digital skills and competence for
employment, education and training, self-development and participation in
society.
ICT
has the potential to widen access to educational resources, improve the quality
of learning and improve management efficiencies/effectiveness of the
educational system. ICT use in the universities is not all about ICT literacy
but it also involves the building of higher-order skills. It involves the
understanding of how ICT applications and services function; how to search,
process, and evaluate certain information and access the reliability and
trustworthiness of multiple sources of information. ICT can lead to greater
digital opportunities including economic and human development. ICT can,
therefore, promote educational change, improve the skills of HODs and prepare
them for global economy and information society.
Leadership
is a process of social influence in which one
person can enlist the aid and support of others in the accomplishment of
a common task. Kruse (2013) sees it as a process of social influence which
maximizes the effort of others towards the achievement of a goal. The
implication of this definition is that the heads of departments can use social
media as valuable tools to move department digitally. There is a paradigm shift
in university management with the advent of information and communication
technology some years ago in Nigeria. Universities are today making substantial
investments in ICT to meet their goals with a view to increasing the
effectiveness of their operations. They are striving if not to meet up with
their peers in other parts of the world, but at least, to stay not too far away
from them. The emphasis on change in the global environment puts information
and communication technology at the heart of what universities need to do to
cope with today’s fast changing environment.
Considering
the importance of information and communication technology leadership in higher
institution, there has been increasing calls for leadership development in
information and communication technology (Jameson, 2013). As these calls for
leadership development in information and communication technology increase,
various terms describing leadership in the field have also emerged. The terms
range from electronic-leadership, educational technology leadership, technology
leadership, Information and Communication Technology leadership, to online
leadership (Jameson, 2013). Information and Communication Technology Leadership
can then be defined as a social influence process mediated by Advanced
Information Technology (AIT) to produce a change in attitude, feelings,
thinking, behaviour and/or performances with individuals, groups and for
organization.
Information
and communication technology leadership establish direction, influences others,
and initiates sustainable change through the access of information and
establishing relationships in order to anticipate changes pivotal to school
success in the future. It requires a dynamic combination of mindset,
behaviours, and skills that are employed to change and/or enhance school
culture through the assistance of technology. The rationales for Information
and Communication Technology Leadership are: constructing knowledge and problems
solving where internet, e-mail, CD-ROMS, database and video – conferencing are
used; aiding explanation of concept; communicating ideas when power point and
desktop publishing are used; and using process skill (Ibe-Bassey, 2014).
Considering
the above importance of information and communication technology leadership, it
is likely that it can enhance managerial effectiveness of heads of departments.
The term managerial effectiveness could mean achievement of organizational
goals, increase in productivity, profit, workers satisfaction, growth,
diversification and so on. (Tanuja, 2019). Managerial effectiveness aims at
optimum allocation and utilization of scarce organization resource in order to
achieve the goals at minimum cost. It aims at deriving maximum input out of
minimum input. There are numerous determinants of managerial effectiveness of
the heads of departments such as marketing, visionary leadership, staff motivation, disciplinary behaviour,
control, decision making, collaboration, consultation, interpersonal
relationship, conflict management and delegation of duties.
The
structure of the university system sets the departments at the grassroots level
of the organization (Edet & Ekpoh, 2017). Archibong and Edet (2009)
described it better by asserting that it is at the departmental level that the
real institutional business gets conducted. It is here that teachers and
learners make contact, the researcher finds encouragement and direction and
that many of the ways to contribute to the larger community are identified and
expected. The complexities of leading
academic departments is particularly daunting because department are the most
important structure in the university. They provide the basics for academic activities
in the university system.
Academic
heads of departments are the first line of academic leadership who have daily
access and interactions with staff and students. They are also the link between
the department and the university management (Moore & Rudd, 2014). The
leadership of the head of department is the building block that determines
university’s managerial success. Therefore departments require academic leaders
who thrive on the challenge of change and who can foster innovations that
encourage teaching and research which will lead the university successfully
into the future. Heads of departments must understand the complexity of the job
as well as possess the leadership skills required to perform to high standards
that would develop the departments into strong entities (Daramola & Amos
2016). Moving the department forward is therefore a leadership skill that is
imperative for the heads of departments to possess. There is therefore the need
to develop the next generation of academic leaders who will coordinate and
manage the academic enterprise of the nations by building their
managerial/leadership capacities.
At the center of the departments are the
academic heads of department (HODs) whose positions carry with them
multiplicity of responsibility. These responsibilities according to Oshiomu (2009) ranges from handling matters
about college, students, the department, the faculty, visitors to management
task. The post- independence era has seen major transformations in the Nigerian
higher education arena requiring academic heads of departments to act as
leaders of change and transformation. Emphasis therefore needs to be placed on
the managerial roles an HODs need to fulfill and the competence necessary in
order to function effectively within their managerial role. The head of department
is therefore saddled with the responsibilities of directing, guiding,
coordinating and evaluating lecturers and activities appropriately to endures
good quality education and effective functioning of the department (Edet & Ekpoh,
2017). Managerial functions of the heads of departments also include: preparing
teaching schedules, ensuring teaching effectiveness of staff, managing graduate
assistant, and other department staff, performing personnel decision-making,
revising the curriculum and managing the budget. The mandate of the university
can only be achieved through the effective performance of the function of the
heads of departments.
The
Federal Republic of Nigeria (2013) unequivocally spelt out the goals of
university education thus:
a)
Intensifying and
diversifying its programmes for the development of high level manpower within
the context of all needs of the nation;
b)
Making professional
course contents to reflect national requirements;
c)
Making all students, as
part of a general programme of all-round improvement in university education to
offer general study course such as history of ideas, philosophy of knowledge
and nationalism.
The
implication of these stated goals, among others, is to ensure the execution of
university’s basic primary assignment, which include teaching, research and
community service. However, the current global trend politically and
economically and the national call on university autonomy has further expanded
the role of university to enable them to be fully involved in the general
transformation of the nation from developing stage to the stage of
industrialization. Therefore a university could no longer be a center for
research and teaching alone but also a center for public service in order to
play a dynamic and vital role in national growth and development (AbduIkareem,
2015). These organizational goals of the university seem no longer realized due
to obstacles that include poor performance of some heads of departments. Some
seems no longer performing their functions effectively, which is reflected in
ineffective communication, lack of
motivation of academic staff, conflicts, resistance to change, crises
within the university, unnecessary delays/procedures in acquisition of required
equipment and service, inability to negotiate, coordinate, decide and integrate
as well as allocating resources and management of them.
Others
types of managerial problems associated with the heads of departments are
reflected in situations such as role ambiguity, lack of training, insufficient
resources, facilities, lapses in managerial procedures, poor remuneration, lack
of understanding of their roles and responsibilities as well as of roles
conflict and stress. It has also been observed with dismay that most HODs are
ignorant of their roles in resumption of duty and due to their ignorance some
costly managerial decisions are made which sometimes may affect the smooth
running of the department.
In
a bid to solving the problems associated with managerial effectiveness of heads
of departments, Archibong and Edet (2009) did a work on quality education and
academic department management. It was revealed that quality education predicts
academic department management. Akuegwu and Nwiue (2013) worked on application
of knowledge management skills of head of department in university
administration in Nigeria. It was revealed that the heads of departments apply
knowledge sharing skills most and knowledge mapping skills least in university
administration. Edet and Ekpoh (2017) studied on administrative challenges of
heads of departments in tertiary institution in Cross River State. The findings
revealed that the major challenges faced by HODs by ranking were funding,
meeting of deadlines, delayed examination result and excess workload. Ogbogu and
Ademola (2018) work on leadership styles of Heads of Departments in Nigeria
Federal University. The results revealed that leadership styles were prominently
utilizes by the heads of departments. Within the context of this work,
leadership styles such as information and communication technology leadership
will be used to study managerial effectiveness of heads of departments.
Information and Communication Technology Leadership skills are digital communication,
digital public relation, digital branding, digital technology, digital computing,
content (multimedia) and digital innovation.
Digital
communication plays vital roles in managerial effectiveness of heads of
departments in public universities. Communication is the dispatching or
disseminating of information from one place to the other. Heads of departments
can now provide stakeholder with relevant information in real time through a
variety of devices. No longer do static, one way methods such as newsletter and
websites suffice. Important information can be communicated through various
free social media tools and simple implementation strategies in order to meet
stakeholders in the digital age (Sheninger, 2014). Head of department can
provide stakeholders with relevant information at real time through a variety
of digital channels such as email, Skype, whatsapp and jettison static one-way
method such as newsletter.
Digital
public relations in this context are the strategic communication process that
builds mutually beneficial relationships between department and the public. Head
of department needs to inform the public about what is happening in the
department. The foundation of a positive public relation platform using free social media tools must
be maintained. By doing so we create the means by which we share the entire
positives association with our schools and create a much needed level of
transparency in an age of negative rhetoric toward education.
From
a communication perspective, digital branding is an organization attempt to
tell their story. A brand message is important because it suggests a promise to
meet customers’ expectations. Branding here refers to the process which
involves creating a specific name, image of the department in order to attract
and retain the public through advertising with a consistent name. Leaders can
leverage social media tools to create a positive brand presence that emphasizes
the positive aspects of school culture, increase community pride and help to
attract/retain families when looking for a place to send their children to
school (Sheninger, 2014). With digital branding skill heads of department can
use social media and digital platforms like Twitter, Facebook, YouTube and
podcasts to market their programmes, while websites design and interface is
proving a crucial component in how colleges and universities present themselves
to prospective students.
Digital
computing skill can enhance managerial effectiveness of heads of departments. Digital
computing is the process of using computer technology to complete a task. It
could involve computer hardware and/or software but must, involve some form of
a computer system. Heads of departments can now use media tools viz; Microsoft
Excel, Spread sheet to process data such as students’ results, perform tasks
that all others in the workplace are not enable to, navigate computers and use
common or specialized computer programmes.
Content
(multimedia) is a general term used to describe the intermixing of different
media types to create a presentation. Multimedia content is the bond of
abundance of online content. It bonds writing with image, video, audio and
slideshow in a useful and engaging way. Multimedia is define as the combination
of various digital media types such as text, image, sound and video, into an
interpreted multi-sensory interactive application as presentation to convey a
message or information to an audience. With the use of content (multimedia) skills,
head of department can deliver interesting papers during workshop and seminars,
update information from internet, design and print data represent departmental
task and their relationship.
Digital
technology skill to a large extent could enhance managerial effectiveness of
heads of departments. Technology involves the application of knowledge,
resource, materials, tools and skills in education in designing, producing and
using products to extend human capacity to control and modify natural and human
made environment (Raizon, & Hailder, 2015). Digital leaders need to
understand that we must put real world tools in the hand of student and allow
them to create artifacts of learning that demonstrate conceptual mastery
(Philips, 2015). This is an important pedagogical shift as it focuses on
enhancing essential skill sets communication, collaboration, creativity, media
literacy, global connectedness, critical thinking and problem solving that
society demands. Heads of departments need to understand that schools should
reflect real life and allows student to apply what they have learned through
the use of the tools they are using outside of the school.
Digital
innovation skill can enhance managerial effectiveness of heads of departments.
Digital innovation involves continuous learning whereby new digital technology
are expected in order to create an understanding of their unique properties.
This can involve establishing condition for retaining and incentives for existing
staff to acquire digital skills. Leaders must establish a vision and strategic
plan to create an entire school building dedicated to learning in a more
digital world (Sheninger, 2014). In order to do so, leaders must be
knowledgeable of the characteristic and dynamics that embody innovative
learning spaces and environment such as Bring Your Own Device (BAYOD), blended
learning, the flipped classroom, gamification, mega spaces and virtual
learning.
The
problems of managerial ineffectiveness of some heads of departments has
attracted the concern of researchers in recent times. Therefore, this study
seeks to investigate the relationship between information and communication
technology leadership skills and managerial effectiveness of heads of
departments in public universities in South South, Nigeria.
1.2 STATEMENT OF THE PROBLEM
The
organizational goals of the university as stipulated by the Nigerian National
Policy of Education is to teach, conduct research, and provide community
service. Nigeria, like other nations, needs her universities to train the
management workforce that would drive the nation’s development engine towards
achieving these goals. These university institutions in Nigeria are complex and
multidimensional which require tremendous inputs in terms of human and
materials resources. The university academic heads of department are the chief
implementer in the management of these inputs which is geared towards the
achievement of university aims and objectives. It is expected that for head of
departments to create significant impact they must possess managerial skills
for their effectiveness. These skills could be leadership oriented,
communication skills, decision making skills, motivational skills etc.
It
has been observed that some heads of departments seem to lack these skills for
their managerial functions. The attainment of the expected outcome of turning
out well-educated work force is highly demanding and full of challenges which
may overwhelm or swallow the abilities of the head of department if they are
not well equipped with the needed managerial functions through orientation and
on the job training, seminar, workshop, conference or retreat etc.
Interaction
and observation with lecturers seem to show obstacles that include alleged poor
performance of some heads of department who are no longer performing their
duties effectively. There is the problem of poor performance ranging from lack
of proper leadership, lack of commitment, lack of staff motivation, role
ambiguity, lapses in management procedure, lack of effective communication to
inadequate supervision. Besides, there are poor/lack of orientation, workshops,
conferences, seminar; indiscipline, resistance to change, conflict; inability
to negotiate, decide, coordinate and integrate as well as allocating resources
and their management.
It
has also been observed with dismay that
some heads of department in public universities, South South, Nigeria
seem to be ignorant of their roles on resumption of duties and due to this
ignorance, some costly managerial decisions are made which sometimes may affect
the smooth running of the department. In order to solve these problems several
attempts by researchers have been made. However, the problem persists. It is
against this back drop that the study is conducted to find out if information
and communication technology leadership skills could relate to managerial effectiveness
of heads of department in public universities in South South, Nigeria.
However,
the fundamental issues of this study is to determine whether information and
communication technology leadership skill relate to managerial effectiveness of
heads of department in public universities in South South, Nigeria. In other
words; what is the relationship between information and communication
technology leadership skills and managerial effectiveness of heads of
departments in public universities, South South, Nigeria.
1.3 PURPOSE OF THE STUDY
The
purpose of the study was to ascertain if information and communication
technology leadership skills relate to managerial effectiveness of HODs in public
universities in South South, Nigeria. Specifically, the objectives of the study
are to:
1.
examine the relationship
between digital communication skills and managerial effectiveness of heads of
departments in public universities in South South, Nigeria.
2.
examine the relationship
between digital public relation skills and managerial effectiveness of HOD in public
universities in South South, Nigeria.
3.
ascertain the relationship
between digital branding skills and managerial effectiveness of HOD in public universities
in South South, Nigeria.
4.
ascertain the relationship
between digital computing skills and managerial effectiveness of HOD in public universities
in South South, Nigeria.
5.
determine the relationship
between content (multimedia) skills and managerial effectiveness of HOD in public
universities in South South, Nigeria.
6.
ascertain the relationship
between digital technology skills and managerial effectiveness of heads of
departments in public universities in South South, Nigeria..
7.
Examine the relationship
between digital innovation skills and managerial effectiveness of heads of
departments in public universities in South South, Nigeria.
1.4 RESEARCH QUESTIONS
The
following research questions guided the study;
1.
What is the relationship
between digital communication skills and managerial
effectiveness of heads of departments in public
universities in South South, Nigeria?
2.
What is the relationship
between digital public relation skills and managerial effectiveness of heads of
department in public universities in South South, Nigeria?
3.
What is the relationship
between digital branding skills and managerial effectiveness of heads of
departments in public universities in South South, Nigeria?
4.
What is the relationship
between digital computing skill and managerial effectiveness of heads of
departments in public universities in South South, Nigeria?
5.
What is the relationship
between content (multimedia) skills and managerial effectiveness of heads of
departments in public universities in South South, Nigeria?
6.
What is the relationship
between digital technology skills and managerial effectiveness of heads of
departments in public universities in South South, Nigeria?
7.
What is the relationship
between digital innovation skills and managerial effectiveness of heads of
departments in public universities in South South, Nigeria?
1.5 HYPOTHESES
The
following null hypotheses were formulated to guide the study and were tested at
.05 level of significance:
HO1:
There is no significant relationship between digital communication skills and
managerial effectiveness of heads of departments in public universities in
South South, Nigeria.
HO2:
There is no significant relationship between digital public relation skills and
managerial effectiveness of heads of departments in public universities in
South South, Nigeria.
HO3:
There is no significant relationship between digital branding skills and
managerial effectiveness of heads of departments in public universities in
South South, Nigeria.
HO4:
There is no significant relationship between digital computing skills and
managerial effectiveness of heads of departments in public universities in
South South, Nigeria.
HO5:
There is no significant relationship between content (multimedia) skills and
managerial effectiveness of heads of departments in public universities in
South South, Nigeria.
HO6:
There is no significant relationship between digital technology skills and
managerial effectiveness of heads of departments in public universities in
South South, Nigeria.
HO7:
There is no significant relationship between digital innovation skills and
managerial effectiveness of heads of departments in public universities in
South South, Nigeria.
1.6 SIGNIFICANCE OF THE STUDY
It
is expected that the findings of this study to a large extent would be of
immense benefit to the governing council (board) of the universities, government,
ministry of education, future heads of departments, telecommunication
companies (MTN, GLO, Visal-Phone Bordex,
Starcom etc.), students and researchers and so on.
It
is hope that the outcomes of this study would serve as guide to governing
council (board) of the university to outline the training programmes for
preparing their HODs for their managerial roles. If implemented correctly,
effective training could reduce most of the problems experienced by head of
departments. The outcome of the study will also have potential impact and
provide suggestions for governing board, those appointing heads of departments
to think through issue of accession to roles, consolidation of roles and
preparation of future heads of departments.
The
study shall be useful as its findings shall be of great benefit to the
government by understanding the importance of information and communication
technology education thus provides adequate funds for purchase and
subsidization of information and communication technology for facilities for
heads of department, lecturer for the teaching-learning process. The government
shall also see the need for ensuring that professional development funds for
heads of departments in using internet facilities and other technological
gadgets for managerial purposes is made available.
The
study will benefit the ministry of education through its participation in
organizing regular training and workshop for academic staff and students on
information and communication technology to enhance academic
effectiveness. They shall benefit also
through formulation of policies and re-designing of education curriculum at all
levels of education to accommodate the information and communication technology
leadership in the education system as well as its implementation. The study
will serve as a foundation for providing good channel for qualify partnership
between the ministry of education and various higher education institutions in
ensuring that adequate and appropriate internet facilities, network and other
required resources (power supply etc) are provided for the heads of department
managerial task.
The
findings of the study would reveal to the future HODs, the kind of preparation
that is require for the academic heads of departments, what they do and what
they think they needed preparing for. Based on the findings of the study,
workshops will be conducted for the academic heads of departments. Presentation
in the findings at the workshop will also be used to make the academic heads of
departments aware of their practices.
The
telecommunication industries shall benefit from the findings of the study by
understanding the need to ensure quality service provider and strong network
operation for their clients for effective use base on their demand and needs.
They shall understand the need to provide various educational institutions with
cheap or free network devices for academic activities. It shall also help them
see the need for partnering with different levels of education in providing
unique network services that will help academic managerial task.
It
will be of immense significant, as it would had to academic curricular decisions
for students in educational institutions of higher learning. The study will
also generate new information as regards the importance of information and
communication technology leadership in universities and would present the
opportunity to consider how the current head of department leadership style
relate to his managerial effectiveness. The students shall also benefit from
the study through prudential use of personal computer (PC) in gathering data
for academic purposes as well as help in enhancing that competence in digital
technologies for learning activities. It shall also help them in adapting to
the world technological trend of living in the 21st century society.
It shall also help them in making use of computer to be productive to themselves
and the society at large.
If
the data collected while conducting this research shows a significant
correlation between the leadership style exhibited and managerial
effectiveness, further researches could be conducted to ascertain the true
meaning of the relationship. Thus, the findings of this study will be a guide
for further researches.
1.7 SCOPE OF THE STUDY
The
study covered only heads of departments in public universities in South South,
Nigeria. The specific state in South South, Nigeria covered by the study is
Akwa Ibom, Bayelsa, Cross Rivers, Delta, Edo and Rivers. Specifically it
covered information and communication technology leadership skills as
independent variable with sub-variables of digital communication skills, digital
public relation skills, digital computing skills, content (multimedia) skills, digital
branding skills, digital technology skills, and digital innovation skills. It
also covered managerial effectiveness as the dependent variable.
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